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  • 101.
    Olofsson, Jonas
    et al.
    Malmö högskola.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Unga möter ökade sociala risker: En bakgrund om ungdomsarbetslöshet och utanförskap2013In: Socialmedicinsk Tidskrift, ISSN 0037-833X, Vol. 90, no 5, p. 733-742Article in journal (Other academic)
  • 102.
    Olofsson, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Lexelius, Anders
    Umeå University, Faculty of Social Sciences, Department of Educational Measurement.
    Rolfsman, Ewa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Departement of Educational Measurement.
    Östh, John
    Kulturgeografiska institutionen, Uppsala Universitet.
    Ungas övergångar mellan skola och arbete: förutsättningar, lokala strategier och åtgärder2012Report (Other academic)
  • 103.
    Olofsson, Jonas
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Wadensjö, Eskil
    Stockholms universitet.
    Social Inclusion for Young People in the Nordic Countries: Similar but not Identical2013In: Young People and Work / [ed] Robin Price, Paula McDonald, Janis Bailey & Barbara Pini, Farnham: Ashgate, 2013, p. 223-242Chapter in book (Other academic)
  • 104.
    Olofsson, Åke
    et al.
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Taube, Karin
    Umeå University, Faculty of Arts, Department of language studies.
    Ahl, Astrid
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Academic Achievement of University Students with Dyslexia2015In: Dyslexia, ISSN 1076-9242, E-ISSN 1099-0909, Vol. 21, no 4, p. 338-349Article in journal (Refereed)
    Abstract [en]

    Broadened recruitment to higher education is on the agenda in many countries, and it is also widely recognized that the number of dyslexic students entering higher education is increasing. In Sweden, as in many other European countries, higher education institutions are required to accommodate students with dyslexia. The present study focuses on the study outcome for 50 students with diagnosed dyslexia, mainly in teacher education and nurses’ training, at three universities in Northern Sweden. The students trusted their own ability to find information on the Internet but mistrusted their own abilities in reading course books and articles in English and in taking notes. The mean rate of study was 23.5 European Credit Transfer and Accumulation System credits per semester, which is slightly below the national baseline of 26.7. The results show that more than half of the students are examined at a normal rate of study but that about one fifth have a very low rate of study.

  • 105.
    Pettersson, Tina
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Hellman, Elisabeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Läs- och skrivsvårigheter i den dagliga skolverksamheten: En kvalitativ studie kring lärares och specialpedagogers roll gällande elever med läs- och skrivsvårigheter.2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att ta reda på hur verksamma lärare upptäcker läs- och skrivsvårigheter och hur de sedan arbetar kring de elever som befinner sig i dessa svårigheter. I studien tar vi även reda på hur lärare kan arbeta för att inkludera elever med läs- och skrivsvårigheter i den dagliga verksamheten, samt hur de säger att de individanpassar undervisningen utifrån elevernas förutsättningar och behov. För att uppnå syftet med studien har kvalitativa intervjuer utförts med en specialpedagog och nio verksamma lärare på fyra skolor runtom i Västerbottens län. De intervjuade pedagogerna är verksamma inom årskurserna 1-3. De pedagoger som intervjuats i studien ser individanpassning som ett verktyg för att uppnå inkludering. Ett annat resultat är att sju av tio pedagoger anser att en bristande automatisering av läsningen oftast är tecken på läs- och skrivsvårigheter. Nio av tio pedagoger ser även positivt på att en elev med läs- och skrivsvårigheter lämnar klassrummet för att arbeta med specialpedagogen medan den tionde pedagogen anser att eleven bör vistas i klassrummet under all gemensam undervisning. En av de slutsatser som dras av studien är att skolorna inte nyttjar de specialpedagogiska resurserna fullt ut för att uppnå en inkluderande verksamhet. En annan slutsats är att kompensatoriska hjälpmedel används främst i samband med skrivning. En tredje slutsats är att individanpassning och inkludering är starkt sammankopplade och därmed kan vara svåra att skilja åt.

  • 106.
    Raselius, Anna
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Att lyckas med "det svåra": En kvalitativ studie om att återetablera sin karriär med framgång i ett nytt land2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study has examined how some immigrants have managed to reestablish their professional careers in Sweden. Through in-depth-interviewing with six immigrant informants representing different genders, age and professional experience the process of successfully reestablishing a career within the same professional area in Sweden as in their native country is examined.

    The study looked at structural and individual possibilities and obstacles which affected the individual. In addition the study looked at the personal characteristics and strategies used by the informants to overcome and succeed in adapting and reestablishing their working life.  The study has drawn on human capital and social capital theory for a basic understanding of how education and skills affect. In addition the informants have surpassed structural barriers affecting many other immigrants. Firstly it is suggested that we need to look at how transitions, such as migration, affect different people. Secondly the theoretical concepts of self-efficacy and human agency are also proposed as important to understand more about the factors involved when immigrants try to reestablish themselves successfully in working life in a new country.

  • 107.
    Rosvall, Per-Åke
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Johansson, Monica
    Göteborgs universitet.
    Where to go and what to do? Young people's arguments about career choices in Swedish rural contexts in relation to social, economic and cultural resources2017Conference paper (Refereed)
    Abstract [en]

    This paper is concerned with how rural youth discuss resources important in trajectories to post-secondary and higher education. The aim is to analyse how social, cultural and material resources influenced students in compulsory educations thoughts of educational/career choice in the stage of entering upper secondary education. In which different ways did the rural youth discuss those resources as important in decision making? Theoretically this is done by using Massey’s (1994) understanding of place and the concept of power geometry. According to the concept different social groups, and different individuals, are placed in very distinct ways in relation to flows and interconnection between local and global time-space interrelations.

    The data consists of ethnographic work in six classes in six rural towns, which differed in terms of size, access to post-compulsory education, unemployment and youth trajectories. That means classroom observations, interviews with the students, teachers, study- and work counsellors and heads.

    The results indicates that social resources such as siblings and cousins ‘pawing the way’ and having a relative in the receiving town could be important aspects in the choice of upper secondary school. Cultural resources such as institutional recognition, in the form of academic credentials or qualifications were also important. Also economic resources were important when it came to find accommodation, where economic privileged students did not seem to reflect as much in where they would study, but rather picked the programme of their choice. The conclusions are that different resources seems even more important to rural youth than what is known of their urban youth equivalent.

  • 108.
    Rönnlund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling. Umeå University.
    Rural youth, place and identity2019Conference paper (Refereed)
  • 109.
    Rönnlund, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Bergström, Peter
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Tieva, Åse
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Space for active learning: Envisioned and practiced school design2019In: NERA 2019: Abstract book, 2019Conference paper (Other academic)
    Abstract [en]

    This paper presents a case study of trends and transitions in the context of Nordic school design. The aim is to explore how local stakeholders in Sweden (principals, school leaders and architects) involved in school building projects envision a ‘good’ learning environment and what perceptions of teaching and learning that underlie their visions. By including various groups of 954 stakeholders, we also aim at exploring how their views relate to each other. Drawn on the results, we discuss their ideas in relation to wider discourses on teaching and learning in late modern society with focus on local – global transitions.

    The study draws on a relational understanding of space (Massey 2005; McGregor 2004), and the idea that physical, social and pedagogical dimensions of learning space are generated together and continuously in process. Furthermore, we understand learning spaces as areas where power relations, control and agency are performed. In line with this understanding the analysis draws on Bernstein’s concepts ‘classification’ and ‘framing’ (Bernstein 2000).

    We conducted semi-structured interviews with stakeholders at different levels (municipality level, school level) involved in projects concerning construction and reconstruction of school buildings. At the level of municipalities, interviews where held with 8 officials/school leaders and 3 architects. At the school level, interviews where held with 9 principals (n 20). Interview data was analysed inspired by Critical Discourse Analysis as advocated by Wodac and Fairclough (1997).

    We identified two main discourses about how learning space shall be constituted, that differed in terms of classification. One which celebrated clear boundaries and separations between different places/localities, i.e. strong classification in physical space, and one which celebrated more blurred boundaries and separations in physical space, i.e. weak classification between localities. Furthermore, the framing came in different forms in the two discourses - more strong framing of student-teacher relations and communication in the first discourse and more weak framing in the second discourse. Thus, strongly classified physical space seemed to entail (or operate with) strong framing of communication and behaviour (clear and explicit rules and principles for classroom practices), and weak classified physical space seemed to entail (or operate with) more weak framing of practices (the rules and principles for learning being merely implicit). No matter of what discourse or profession they represented, the stakeholders advocated a pedagogical approach directed towards ‘active’ learning and saw the student as an ‘active learner‘.

  • 110.
    Rönnlund, Maria
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Rosvall, Per-Åke
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Johansson, Monica
    Göteborgs universitet.
    Vocational or academic track?: Study and career plans among Swedish students living in rural areas2018In: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680, Vol. 21, no 3, p. 360-375Article in journal (Refereed)
    Abstract [en]

    This ethnographic study explores how rural lower secondary school students reflect on study and career choices, focusing on the choice between vocational and academic upper secondary programs. Applying a spatial perspective, we analyze individual students’ reflections about study and career choices within a variety of rural regions, and compare patterns in the regions. The results indicate complex interactions between structural factors and individual dispositions. In places where education levels were low and the local labor market predominantly offered unskilled manual and service work, there was a stronger tendency to choose vocational programs than in places with higher education levels and access to a more varied labor market. Likewise, there was an association between strongly gendered labor markets and gender-typical choices. However, individual students positioned themselves actively in relation to the local place, its local labor market and social relations; their choices were place-bound to varying degrees, and chose upper secondary programs and presented ideas about prospective careers that were harmonious with the local labor market in some cases, but discordant in other cases. The results are discussed in the framework of individuals' horizon for actions. 

  • 111.
    Selberg, Annelie
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Att vinna eller försvinna när alla får varsin dator: En-till-en-satsningar och dess inverkan på delaktighet, självbild och lärande för gymnasieelever i behov av särskilt stöd2013Independent thesis Advanced level (degree of Master (Two Years)), 60 credits / 90 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to investigate how high school students felt that the computer helped or hindered participation and self-esteem in the learning situation and if the students experienced any differences between when they had been relatively alone in using a computer compared to when everyone had their own computer. The starting point was the national one-to-one projects made to give every student access to a personal computer and how it affected students in special educational needs and previous research. The theoretical approach was based on socioculture/activity theory and theories of self-esteem. Ten high school students in grade one at a senior high school that previously had started up a one-to-one project was interviewed. The results showed that the students primarily used the computer to write and to search the Internet, but even as a alternative or compensatory tool. Students felt that the computer contributed to increased motivation and self-esteem and better results both in secondary and senior high school. Several students stressed the teacher's importance for if and how the computer was used as a learning tool. The main difference between the computer utilization was seen between the high school programs. Students in the individual program felt the education more individualized and customized compared to secondary school, while students in the vocational program used the computer less as a special education tool than in secondary school. Therefore, any conclusion re-garding one-to-one and its impact could not be drawn.

  • 112.
    Sundberg, Josefin
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    "Ingen gör jobbet åt oss": Fritidspedagogers uppfattning om Skollagens direktiv för verksamheten.2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka om fritidspedagoger har möjlighet att leva upp till skollagens intentioner med fritidshemmets rådande ramfaktorer. Studien bygger på kvalitativ metod och datainsamlingen är genomförd med kvalitativa intervjuer. Informanterna är fem yrkesverksamma fritidspedagoger. Tre av intervjuerna genomfördes på fritidspedagogernas arbetsplats och de övriga två var telefonintervjuer. Resultatet visar att fritidspedagogerna har en vilja att arbeta för att skollagens intentioner ska genomsyra verksamheten. Dock upplever de att storleken på elevgrupperna är problematisk för att kunna bedriva verksamhet där elevernas lärande och utveckling stimuleras. Möjligheten att erbjuda meningsfull fritid och rekreation försvåras även på grund av dålig lokaltillgång och upplevelsen av för få vuxna i verksamheten.    

  • 113.
    Svedberg, Gudrun
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Kreativitet, innovation och entreprenörskap i det svenska utbildningssystemet.2011In: Kreativitet, innovasjon og entreprenørskap i utdanningssystemene i Norden. Bakgrunn og begrepsinnhold basert på politisk initiering og strategivalg / [ed] Jarle Sjøvoll, Köpenhamn: Norden , 2011, p. 253-294Chapter in book (Other academic)
    Abstract [sv]

    Hur framskrivs begrepp som innovation, kreativitet och entreprenörskap i de svenska styrdokumenten och hur omsätts detta i praktiken? Det är några av de frågor som denna studie söker besvara. Rapporten utgör det svenska bidraget till en större nordisk komparativ studie om kreativitet, innovation och entreprenörskap i de nordiska utbildningssystemen.

  • 114.
    Svedberg, Gudrun
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Pedagogiskt entreprenörskap på formulerings- och realiseringsarenan2009In: Pedagogisk entreprenørskap: innovasjon och kreativitet i skoler i Norden / [ed] Skogen, K. & Sjov Sjøvoll, J, Trondhejm: Tapir Akademisk Forlag, 2009Chapter in book (Other academic)
  • 115.
    Svedberg, Gudrun
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Leffler, Eva
    Umeå University, Faculty of Social Sciences, Department of Education.
    Botha, Melodi
    Department of Business Management, University of Pretoria, South Africa..
     A global entrepreneurship wind is supporting or obstructing democracy in schools: A comparative study in the North and the South2010In: Education Inquiry, Vol. 1, no 4, p. 309-328Article in journal (Refereed)
    Abstract [en]

    Policy documents for schools and education are being increasingly standardised all over the world and some research claims that a global curriculum is developing in which aspects such as entrepreneurship, lifelong learning and sustainable development are common denominators. This is regarded as a sign that economic rationality is gaining more and more ground in education alongside, or at the expense of, a democratic educational ideal. The aim of this study is to discuss one of these aspects, entrepreneurship, as a concern for schools and education and to put entrepreneurship in relation to the democracy-fostering mission of education. What do the policy documents have to say about entrepreneurship? Is there an inherent opposition between the entrepreneurial and the democratic justification of education? The paper is organised in two steps. The first step illustrates the global spread of entrepreneurship in policy documents for education through examples from the north and the south, respectively, in this case Sweden and South Africa. The second step deals with the concept of "democracy", which is of crucial relevance to education. Both connections and conflicts between fostering entrepreneurship and fostering democracy are discussed, and an integrative perspective is tested as an alternative to dualistic attitudes.

  • 116.
    Svedberg, Gudrun
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Lidström, Lena
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    “Do you really want to hear me out?”: young people with varying dis/abilities about their research participation2012Conference paper (Refereed)
    Abstract [en]

    Biographical research where “young people at risk” tell their story in some respect, has increased in quantity in the last two decades. Such social or educational research quite regularly pays attention to gender, ethnicity or social class. Disability is however more rarely dealt with. Maybe this has to do with the voices of disabled people not having been taken seriously in previous research as well as in society at large (cf. Munger & Mertens 2011; Rönnberg et al. 2011). Other possible reasons might be that such research is considered to involve specific methodological difficulties and is associated with rigorous ethical vetting. In this paper we explore methodological and ethical challenges and research strategies concerning interviewing young people with diverse dis/abilities. Conceptually the paper draws on arguments for involving young people in biographical research and inclusive disability research. Some arguments relate to the idea that (disadvantaged) young people should be given a voice and can contribute to knowledge about their experiences, viewpoints and circumstances (cf. Bynes & Rickards 2011; Conolly 2008). Other motives are, for example, that biographical methods may bring research, practice and policy into closer connection (Chamberlain 2002) and that multiple voices makes it possible to see difficulties not only as individual but also as structural (Atkinson 1997). In previous inclusive research focusing on methodological issues there is, however, an angle that is mainly – and paradoxically – disregarded, i.e. that young peoples’ opinions about their research participation seem to be neglected in favour of researchers’ understanding of methodological challenges and strategies. Hence, the paper aims to increase the knowledge of disabled young peoples’ views on their research participation: What are their considerations and motives for the research participation? What critical aspects of the research participation do they identify? What are their opinions on how researchers should encounter young people? Finally, the authors discuss the importance of considering respondents’ views on their research participation to decide on research strategies to encounter challenges when interviewing young people with varying dis/abilities.

    Method

    The results are based on two interview studies involving 47 young people and young adults living in eight Swedish municipalities, strategically selected for context diversity. A common feature of all respondents is that they have some kind of disability (chiefly learning disabilities or attention-deficit/hyperactivity disorder, ADHD), are in transitional circumstances – from school to work, starting their adult life, etc. –, and lack a diploma from upper secondary school resulting in enhanced difficulties on the labour market, no entry to tertiary education, etc. One study involves 21 young adults  (9 women and 12 men) 20-30 (on average 22) years old, registered at a public employment office as having a disability. The other study involves 28 (17 women and 11 men) final-year students (19-20 years old) at upper secondary special schools for people with intellectual disability and/or autism. The individual semi-structured interviews were conducted in the respondents’ hometown in 2011, took around one hour to carry out and were recorded (with a few exceptions). The study is part of a research project – Troublesome transitions: School-to-work transitions of young people at risk in a longitudinal perspective – funded by the Swedish Research Council.

    Expected Outcomes

    When asked about their research participation the young adults pay great attention to informa-tion about the participation and the researchers’ responses when verbally giving their informed consent before the interview. They have various motives for their research participation, but their most common reason is however to make their voices heard to make an impact on research and, hopefully, contribute to improving the conditions for (disadvantaged) young people. Regarding the interview situation the young disabled respondents pinpoint aspects referring to the participant-researcher interaction, i.e. the importance of understanding each other and of creating a comfortable interview alliance. They value, for example, being under-stood and appreciated with respect to their ability, health or poor circumstances at the time of the interview. Sensible approaches to in biographical studies are important, not least when involving young people with varying dis/ablities. The authors argue that researchers are re-sponsible for creating good conditions, and the present study is intended to add to the knowl-edge of such challenges and research strategies. Even though our findings show that the re-spondents pay attention to the same critical methodological aspects that the authors as well as previous research observe, the respondents’ views of those aspects are important.

    References

    Atkinson, Dorothy (1997). An Auto/Biographical Approach to Learning Disability Research. Aldershot, Ashgate. Bynes, Linda J. & Rickards, Field W. (2011). Listening to the Voices of Students With Disabilities: Can Such Voices Inform Practice? Australasian Journal of Special Education, 35:1, 25-34. Chamberlayne, Prue (2002). Conclusions: social transition and biographical work. In: Chamberlayne, Prue; Rustin, Michael & Wengraf, Tom (eds). Biogra-phy and Social Exclusion in Europe. Experiences and life journeys. Bristol: Policy Press. Conolly, Anna (2009). Challenges of Generating Qualitative Data with Socially Excluded Young People. International Journal of Social Research Methodology, 11:2, 201-214. Munger, Kelly M & Mertens, Donna M. (2011). Conducting Research with the Disability Community: A Rights-Based Approach. New Directions for Adult and Continuing Education, 132: 23-33. Rönnberg, Jerker; Classon, Elisabeth, Danermark, Berth; Karlsson, Thomas (2011). Forskning om funktionsnedsättning och funktionshinder 2002-2010 (Research about impairment and disability 2002-2010). Swedish Council for Working Life and Social Research (in Swedish).

  • 117.
    Svedberg, Gudrun
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Lindblad, Michael
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Lovén, Anders
    Lidström, Lena
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Disqualified in school and beyond? School-to-work experiences of young adults without upper secondary status.2013Conference paper (Refereed)
    Abstract [en]

    In the European countries, upper secondary qualification is identified as critical for individuals’ career development as well as a key to the progress of communities and society at large. In an European perspective, Sweden today has relatively high proportion of young people without upper secondary status when leaving upper secondary school as well as high youth unemployment rates. The restructuring of the public sector, the reduction of the Swedish welfare system and the development of the school system towards increased deregulation, decentralization and market release seems to have had a particularly negative effect on young people at risk.  In this paper the intention is to give voice to young adults without upper secondary qualifications, some of them with different kinds of disabilities, some with non-Swedish background and most of them unemployed. How do they describe their pathways in school and school-to-work (STW)-transitions? How do they describe measures intended to promote completion of school and getting a foothold in the labour market? What characterizes their horizons of action? The aim of this study is to increase the knowledge about biographical experiences of STW- transitions among young adults in their twenties without upper secondary status, focusing on their understanding of institutional processes, their experiences and individual strategies. The study is part of the research project - Troublesome transitions: School-to-work transitions of young people at risk in a longitudinal perspective - funded by the Swedish Research Council.  To analyse the young adults’ narratives about their STW-transitions a careership theory is applied, outlined by Hodkinson and Sparkes.  The theory considers the agency-structure interrelationship, and is connected to Bourdieu’s concepts of habitus, field and capital. Key concepts are routines, turning-points, field and horizon of action.

    Method The study is based on interviews with 111young adults, from twenty selected Swedish municipalities (of 290). The municipalities were selected according to different types, such as urban, suburban and industrial areas, and according to more or less successful communities when it comes to the percentage of young people who have completed upper secondary school, rates of employment and proportion dependent on social welfare. Aiming at reaching a diverse group of young people at risk we did guide our gatekeepers to mediate contact in respect to: a gender mix, age around 20 and without upper secondary qualifications. Beside these general criteria, which all respondents share, we ensured that young people with non-Swedish background and young people with disabilities that participated in ordinary schools as well as special schools were included. A thematic interview guide was employed and besides these themes there was space for the young adults’ narratives and digressions. The interviews were conducted in the respondents’ hometowns in 2011 or 2012 and took around one hour to carry out. The interviews were recorded, transcribed and analyzed based on emerging themes.

    Expected Outcomes The young adults display fragmentized paths, both during education and after,with many shifts and a majority seem to have experienced more turning-points than peers of the same age. Some of these turning-points can be described as forced, others as structural and yet others as self-initiated.  Many experience a turbulent time and unsafe conditions after leaving school. The most common explanation to their situation is school-failure  – something they blame themselves. The study shows in the group of young adults lacking upper secondary qualification, the type of municipality they live in has a smaller significance to their STW-transition. The patterns – troublesome education-background with lack of (proper) support at school, fragmentized transition patterns, lack of influence, alienation, absence of measures entering the labor market  and  temporary low-qualified employment – is recurring and their experiences and their horizon of action can to a larger extent be linked to background-variables such as gender, dis/ability and the accumulated capital of the family than to geographical location. By numbers, young men are more exposed. However it is the young women who express greater distress about the future. Young adults with disabilities is collectively the group that faces the greatest challenges during the establishing-phase.

    References Bradley, Harriet & Devadason, Ranji (2008). Fractured transitions: Young adults' pathways into contemporary labour markets. Sociology, 42(1) 119-136. Enguita, Mariano Fernández, Luis Mena Martínez, and Jaime Riviere Gómez (2010). School Failure and Dropouts in Spain." Social Studies Collection. Retrieved from http://multimedia. lacaixa. es/lacaixa/ondemand/obrasocial/pdf/estudiossociales/vol29_en. p df  Fenton, Steve, & Dermott, Esther (2006). Fragmented careers? Winners and losers in young adult labour markets. Work, Employment & Society, 20(2) 205-221. Furlong, Andy (2006). Not a very NEET solution: representing problematic labour market transitions among early school leavers. Work, employment & society, 20 (3) 553-569. Hattam, Robert & Smyth, John (2003). ‘Not Everyone Has a Perfect Life’: becoming somebody without school. Pedagogy, Culture & Society. 11 (3), 379-398.  Hodkinson, Phil & Sparkes, Andrew C. (1997). Careership: A Sociological Theory of Career Decision Making. British Journal of Sociology of Education 18 (1), 29–44. McGrath, Brian (2009). School disengagement and ‘structural options’ Narrative illustrations on an analytical approach. Young, 17(1), 81-101. Sappa, Viviana & Bonica, Laura (2011). School-to-work transitional outcomes of a group of Italian school dropouts: Challenges for promoting social inclusion. Education + Training, 53 (7) 625-637.  Stauber, Barbara & Walther, Andreas (2006). De-standardised pathways to adulthood: European perspectives on informal learning in informal networks. Papers: Revista de sociologia, (79), 241-262. Thomson, Rachel, Holland, Janeth, Sharpe, Sue, McGrellis, Sheena, & Henderson, Sheila. (2006). Inventing adulthoods: a biographical approach to youth transitions. Sage Publications Limited. 

  • 118.
    Takala, Marjatta
    et al.
    Department of Teacher Education, University of Helsinki, Helsinki, Finland.
    Ahl, Astrid
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Special education in Swedish and Finnish schools: seeing the forest or the trees?2014In: British Journal of Special Education, ISSN 0952-3383, E-ISSN 1467-8578, Vol. 41, no 1, p. 59-81Article in journal (Refereed)
    Abstract [en]

    The purpose of this research was to study the content of the work of two special education professions in Sweden, special teachers and special pedagogues. In addition, we compare their work to the work of Finnish special teachers. The Swedish participants were 74 special educators: 27 special teachers and 47 special pedagogues. The Finnish data were from an earlier study, involving 133 special teachers. Participants in both countries were approached via a questionnaire. The results show that Swedish special pedagogues do more consultative work and Swedish special teachers more direct work with pupils. However, there is plenty of overlap in the work profiles of Swedish special pedagogues and special teachers. Most of the work content is in line with the Finnish findings, except that Finnish special teachers had a minor consultative role. It seems that the work duties across the two professions, special pedagogues and special teachers, are somewhat similar. Their ways of working in practice are discussed.

  • 119. Takala, Marjatta
    et al.
    Lundström, Ulf
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Reading through writing2011Conference paper (Other academic)
  • 120.
    Takala, Marjatta
    et al.
    Department of Teacher Education, University of Helsinki, Helsinki, Finland.
    Sarromaa Haussttätter, Rune
    Department of Humanities, Sports and Social Sciences, Lillehammer University College, Lillehammer, Norway.
    Ahl, Astrid
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Head, George
    School of Education, University of Glasgow, Glasgow, UK.
    Inclusion seen by student teachers in special education: differences among Finnish, Norwegian and Swedish students2012In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 35, no 3, p. 305-325Article in journal (Refereed)
    Abstract [en]

    This article describes various views of special teacher students towards inclusion. In order to examine these, we analysed a series of statements made by students in Finland, Norway and Sweden. The specific aims were to see how these views can be seen as supportive or challenging for inclusion in schools. A questionnaire with one closed question and two open-ended questions was used in all countries. The results show that students in similar Nordic countries have different views about inclusion. Norwegian students mostly supported inclusion while Finnish students expressed the most reservations. The arguments about inclusion by Norwegian students were the most pupil-focused; those by Finns were teacher-focused, with Swedes being in between. The results seem to reflect the educational policy in these countries. Discussions, more information, as well as good models of inclusion seem to be needed. The implications of these findings for special and regular teacher education are also discussed.

  • 121.
    Vallin, Ida
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling. Umeå University, Umeå School of Education (USE).
    ” Berätta dina känslor, då går knutarna bort”: En studie av hur flickor beskriver sina inbördes konflikter2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Flickors konflikter anses vara osynliga för vuxna och det talas även om att de inte skulle existera. Denna studie har som syfte att synliggöra flickors konflikter. Studien har även avsikten att undersöka flickors beskrivning av sina konflikter mellan varandra, samt skapa en djupare förståelse om hur flickor upplever sina konflikter. För att uppnå detta syfte har intervjuer använts som metod. Informanterna är sex flickor i nio års ålder. Valet av informanter syftar till att belysa ett barns perspektiv. Resultatet har analyserats och diskuterats utifrån de valda frågeställningarna. Intervjuerna med flickorna har resulterat i ny kunskap och förståelse kring deras konflikter. De slutsatser som jag konstaterat är att flickor är medvetna om sina konflikter. Uppfattningen är att flickors konflikter är mer psykiska än fysiska. Slag och sparkar är däremot förekommande. Jag har även kunnat konstatera att konflikterna delvis är dolda för de vuxna i skolan. Flickorna väljer ofta att lösa sina egna konflikter och genom detta lämna de vuxna utanför.

  • 122.
    Wilhelmsson, Anna-Britta
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Britt-Marie, Berge
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Swedish state politics meets experiences among relatives of persons with mental disability2013In: 3rd world conference on psychology, counseling and guidance, WCPCG-2012, 2013, p. 711-718Conference paper (Refereed)
    Abstract [en]

    Mental disability is one of the most serious health problems facing Europe today. The reform of psychiatric care in Sweden has passed much of the rehabilitation and daily care of these people on to their families/relatives. The aim of this article is to analyze how the psychiatric reform in Sweden affects everyday life experiences among close relatives of persons with mental disabilities. It is an explorative, descriptive study using inductive qualitative content analysis of 18 individual interviews with close relatives. In order to deepen the understanding of the relatives' situation and the consequences of the psychiatry reform, the relatives' statements are put in a dialogue with how problems are represented in documents that form the basis of the psychiatry reform. The result indicates that the reform of psychiatric care in Sweden has put the solution of problems on the relatives, but for the relatives there is still no consensus among the different care providers, county council, municipal and national social services that are involved in treatment. The results further indicate that the relatives feel guilty about not providing enough support for the persons with mental disabilities, and they expressed a need for personal support; a need for better information, consistency throughout the caring process and professional therapy for themselves as well. Children of parents with mental disabilities though there are a lot of bad experiences, all relatives could also relate to positive experiences, i.e. open dialogues, relevant information and timely care and support given by some hospital staff. We recommend that relatives' experiences are taken seriously in further reforms of the psychiatric care and that relatives meet in different kinds of supportive networks.

    (C) 2013 The Authors. Published by Elsevier Ltd.

  • 123.
    Åström, Frida
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    IT verktygens roll i förskolan: Föräldrars inställning till användandet av dator och surfplatta i verksamheten med barnen2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studiens syfte är att undersöka vilken inställning föräldrarna har till användandet av dator och surfplatta som pedagogiskt verktyg i förskolans verksamhet med barnen 1-5 år. Frågeställningarna är: Hur upplever föräldrarna det nuvarande användandet av dator och surfplatta i förskolans verksamhet med barnen? Hur önskar föräldrarna att dator och surfplatta ska användas i förskolans verksamhet med barnen? Hur motiverar föräldrarna att dator och surfplatta bör/inte bör användas som pedagogiskt verktyg i förskolans verksamhet med barnen? För att få svar på frågeställningarna så fick en grupp föräldrar delta i en enkätundersökning. Resultatet visar att majoriteten av föräldrarna är positiva gällande det nuvarande användandet på förskolan. Däremot uttrycker de önskemål/krav såsom att, det ska finnas en pedagogisk motivering, det ska finnas begränsningar och barnen ska inte använda verktygen ensamma. Användandet ska inte heller ersätta annat utan ses som ett komplement. Motiveringar för, är att IT finns överallt i samhället och kunskaper om IT behövs för framtiden. Det ses som ett komplement till hemmet och verktygen erbjuder variation. Motiveringarna mot, är främst att det tar tid av annat som är viktigare. IT bör inte introduceras så tidigt utan pedagogernas kunskap bör användas till annat. Verktygen motverkar social interaktion och kommunikation.

  • 124.
    Öhrn, Elisabet
    et al.
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Avslutande diskussion2013In: Kön och karriär i akademin: en studie inom det utbildningsvetenskapliga fältet / [ed] Elisabeth Öhrn & Lisbeth Lundahl, Göteborg: Acta Universitatis Gothoburgensis, 2013, p. 165-176Chapter in book (Other academic)
  • 125.
    Öhrn, Elisabeth
    et al.
    Göteborgs universitet.
    Angervall, Petra
    Göteborgs universitet.
    Gustafsson, Jan
    Göteborgs universitet.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling. Umeå University, Umeå School of Education (USE).
    Nyström Silfver, Eva
    Umeå University, Umeå School of Education (USE).
    Gender and Career in Academia2009Conference paper (Refereed)
123 101 - 125 of 125
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